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You searched for +publisher:"University of Illinois – Urbana-Champaign" +contributor:("Baber, Lorenzo"). Showing records 1 – 30 of 38 total matches.

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University of Illinois – Urbana-Champaign

1. Baker, Gianina Renee. Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district.

Degree: PhD, Education Organization and Leadership, 2015, University of Illinois – Urbana-Champaign

 Few studies have conducted research examining how the contextual layers that inform an organization’s habitus influence a school district’s college-going culture for its low-income African… (more)

Subjects/Keywords: college-going culture; school personnel expectations; transition from secondary to postsecondary education; organizational habitus; low-income African American; school district

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APA (6th Edition):

Baker, G. R. (2015). Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/89140

Chicago Manual of Style (16th Edition):

Baker, Gianina Renee. “Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/89140.

MLA Handbook (7th Edition):

Baker, Gianina Renee. “Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district.” 2015. Web. 22 Sep 2019.

Vancouver:

Baker GR. Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/89140.

Council of Science Editors:

Baker GR. Scientia est propentia: school personnel perceptions of their role in empowering a college-going culture among low-income African-American students in a mid-size, public school district. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/89140


University of Illinois – Urbana-Champaign

2. Schneider, Melba. Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 Upon admission, colleges and universities provide students with a promise of student life and graduation as represented in photographs of the institution. However, this promise… (more)

Subjects/Keywords: retention; student success; learning communities

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APA (6th Edition):

Schneider, M. (2015). Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88257

Chicago Manual of Style (16th Edition):

Schneider, Melba. “Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/88257.

MLA Handbook (7th Edition):

Schneider, Melba. “Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups.” 2015. Web. 22 Sep 2019.

Vancouver:

Schneider M. Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/88257.

Council of Science Editors:

Schneider M. Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88257


University of Illinois – Urbana-Champaign

3. Common, Brandon. You make the letters, the letters don't make you: A case study analysis of African American males in black Greek letter fraternities at a predominantly white institution.

Degree: PhD, 0209, 2014, University of Illinois – Urbana-Champaign

 Since their formation, the accomplishments of Black Greek Lettered Organizations (BGLOs) are undisputed. While BGLOs boast some of the greatest African American artists, writers, activist,… (more)

Subjects/Keywords: Education; Social sciences; African American Males; Black Greek-lettered organizations; Cultural Capital; Cultural Wealth

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APA (6th Edition):

Common, B. (2014). You make the letters, the letters don't make you: A case study analysis of African American males in black Greek letter fraternities at a predominantly white institution. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49854

Chicago Manual of Style (16th Edition):

Common, Brandon. “You make the letters, the letters don't make you: A case study analysis of African American males in black Greek letter fraternities at a predominantly white institution.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/49854.

MLA Handbook (7th Edition):

Common, Brandon. “You make the letters, the letters don't make you: A case study analysis of African American males in black Greek letter fraternities at a predominantly white institution.” 2014. Web. 22 Sep 2019.

Vancouver:

Common B. You make the letters, the letters don't make you: A case study analysis of African American males in black Greek letter fraternities at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/49854.

Council of Science Editors:

Common B. You make the letters, the letters don't make you: A case study analysis of African American males in black Greek letter fraternities at a predominantly white institution. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49854


University of Illinois – Urbana-Champaign

4. Laing, Tony. Black male partial (in)visibility syndrome: a qualitative study of the narratives of Black masculine identities at the Pebbles School.

Degree: PhD, 0220, 2015, University of Illinois – Urbana-Champaign

 This dissertation explores how 12 diverse Black males who attend or graduated from the Pebbles School—an urban all-male public combined middle and high school—constructed, perceived,… (more)

Subjects/Keywords: Black males; Masculinity; Gender; Sexual Orientation; K-12 Education; Single-Gender Schools

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APA (6th Edition):

Laing, T. (2015). Black male partial (in)visibility syndrome: a qualitative study of the narratives of Black masculine identities at the Pebbles School. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/73099

Chicago Manual of Style (16th Edition):

Laing, Tony. “Black male partial (in)visibility syndrome: a qualitative study of the narratives of Black masculine identities at the Pebbles School.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/73099.

MLA Handbook (7th Edition):

Laing, Tony. “Black male partial (in)visibility syndrome: a qualitative study of the narratives of Black masculine identities at the Pebbles School.” 2015. Web. 22 Sep 2019.

Vancouver:

Laing T. Black male partial (in)visibility syndrome: a qualitative study of the narratives of Black masculine identities at the Pebbles School. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/73099.

Council of Science Editors:

Laing T. Black male partial (in)visibility syndrome: a qualitative study of the narratives of Black masculine identities at the Pebbles School. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/73099


University of Illinois – Urbana-Champaign

5. Johnson, Jamil D. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 African American males are often characterized by disparaging terms, such as: endangered, uneducable, dysfunctional, incorrigible, and dangerous (Strayhorn, 2013, Ferguson, 2000, Gibbs, 1988; Majors &… (more)

Subjects/Keywords: African American; African American Males; Underrepresented Students; Science, Technology, Engineering, and Mathematics (STEM); Enrollment of African American Males in Doctoral Study; Graduate Study; Social Barriers; Urban Neighborhoods; Summer Research Opportunities Program (SROP); Ronald E. McNair Scholars Program; Predominately White Institutions (PWI); Historically Black Colleges and Universities (HBCUs); Access and Participation of African American Males in Higher Education; Educational Pipeline; Gateway Courses; High School; Secondary Education; Qualitative Methods; Racism; Student Integration Theory; Engagement Model; First-Generation; Black Greek Organizations; First Year Experience (FYE); Stereotypes; Cultural Capital; Social Capital; Humanities; Mentoring; Undergraduate Research Programs; Professoriate; Professor; Parental Involvement; Outreach; Recruitment; Recruitment of Underrepresented groups for Higher Education; Minority Studies; Sociology of Education

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APA (6th Edition):

Johnson, J. D. (2015). Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78402

Chicago Manual of Style (16th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/78402.

MLA Handbook (7th Edition):

Johnson, Jamil D. “Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution.” 2015. Web. 22 Sep 2019.

Vancouver:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/78402.

Council of Science Editors:

Johnson JD. Models of success: African American males and their pathways toward enrollment in doctoral programs at a predominantly white institution. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78402

6. Revelo Alonso, Renata Alejandra. Engineering familia: the role of a professional organization in the development of engineering identities of Latina/o undergraduates.

Degree: PhD, Ed Organization and Leadership, 2015, University of Illinois – Urbana-Champaign

 Despite the efforts that have been made in at least the last forty years, Latinas and Latinos continue to be underrepresented in engineering. Research has… (more)

Subjects/Keywords: Latinas; Latinos; Hispanic; engineering education; identity; underrepresentation; student organizations

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APA (6th Edition):

Revelo Alonso, R. A. (2015). Engineering familia: the role of a professional organization in the development of engineering identities of Latina/o undergraduates. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78420

Chicago Manual of Style (16th Edition):

Revelo Alonso, Renata Alejandra. “Engineering familia: the role of a professional organization in the development of engineering identities of Latina/o undergraduates.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/78420.

MLA Handbook (7th Edition):

Revelo Alonso, Renata Alejandra. “Engineering familia: the role of a professional organization in the development of engineering identities of Latina/o undergraduates.” 2015. Web. 22 Sep 2019.

Vancouver:

Revelo Alonso RA. Engineering familia: the role of a professional organization in the development of engineering identities of Latina/o undergraduates. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/78420.

Council of Science Editors:

Revelo Alonso RA. Engineering familia: the role of a professional organization in the development of engineering identities of Latina/o undergraduates. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78420


University of Illinois – Urbana-Champaign

7. Saenghong, Nannaphat. College access for first-generation highlander college students of northern Thailand.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 This study focuses on first-generation college students of highland ethnic minorities, formally known as “hill tribes,” who have languages and cultures very different from mainstream… (more)

Subjects/Keywords: college access; higher education; hill tribes; highland ethnic minority

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APA (6th Edition):

Saenghong, N. (2015). College access for first-generation highlander college students of northern Thailand. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78764

Chicago Manual of Style (16th Edition):

Saenghong, Nannaphat. “College access for first-generation highlander college students of northern Thailand.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/78764.

MLA Handbook (7th Edition):

Saenghong, Nannaphat. “College access for first-generation highlander college students of northern Thailand.” 2015. Web. 22 Sep 2019.

Vancouver:

Saenghong N. College access for first-generation highlander college students of northern Thailand. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/78764.

Council of Science Editors:

Saenghong N. College access for first-generation highlander college students of northern Thailand. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78764


University of Illinois – Urbana-Champaign

8. Kersh, Renique. Understanding the relationship between stress and health risk for women administrators in higher education.

Degree: PhD, 0349, 2014, University of Illinois – Urbana-Champaign

 For years researchers have studied the impact of stress on health (McEwen, 2008; DeLongis, Folkman and Lazarus, 1988). Some have found that stress can be… (more)

Subjects/Keywords: stress; coping; women administrators; women in leadership; women's health

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APA (6th Edition):

Kersh, R. (2014). Understanding the relationship between stress and health risk for women administrators in higher education. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50502

Chicago Manual of Style (16th Edition):

Kersh, Renique. “Understanding the relationship between stress and health risk for women administrators in higher education.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/50502.

MLA Handbook (7th Edition):

Kersh, Renique. “Understanding the relationship between stress and health risk for women administrators in higher education.” 2014. Web. 22 Sep 2019.

Vancouver:

Kersh R. Understanding the relationship between stress and health risk for women administrators in higher education. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/50502.

Council of Science Editors:

Kersh R. Understanding the relationship between stress and health risk for women administrators in higher education. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50502


University of Illinois – Urbana-Champaign

9. Dyer-Barr, Raina M. The role and prevalence of faculty mentoring among African American and Latino undergraduates in different institutional contexts: a mixed methods study.

Degree: PhD, 0220, 2010, University of Illinois – Urbana-Champaign

 While the higher education mentoring literature is quite extensive, it largely discusses faculty mentoring in respect to graduate students. Knowledge about faculty mentoring among undergraduate… (more)

Subjects/Keywords: Faculty mentoring; mentoring; undergraduates; underrepresented students; institutional context; collegiate satisfaction; Historically Black Colleges and Universities (HBCUs); Minority-serving institutions; Predominantly white institutions; Hispanic-serving institutions

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APA (6th Edition):

Dyer-Barr, R. M. (2010). The role and prevalence of faculty mentoring among African American and Latino undergraduates in different institutional contexts: a mixed methods study. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/15557

Chicago Manual of Style (16th Edition):

Dyer-Barr, Raina M. “The role and prevalence of faculty mentoring among African American and Latino undergraduates in different institutional contexts: a mixed methods study.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/15557.

MLA Handbook (7th Edition):

Dyer-Barr, Raina M. “The role and prevalence of faculty mentoring among African American and Latino undergraduates in different institutional contexts: a mixed methods study.” 2010. Web. 22 Sep 2019.

Vancouver:

Dyer-Barr RM. The role and prevalence of faculty mentoring among African American and Latino undergraduates in different institutional contexts: a mixed methods study. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/15557.

Council of Science Editors:

Dyer-Barr RM. The role and prevalence of faculty mentoring among African American and Latino undergraduates in different institutional contexts: a mixed methods study. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/15557


University of Illinois – Urbana-Champaign

10. Garcia Martinez, Mariana Ibeth. Mexicana scholars in the making: testimonios from the heartland.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 The last decade has seen an increase of research on the Latina/o educational experience spanning from Kindergarten to the undergraduate level. Scholars have also documented… (more)

Subjects/Keywords: Latinas; Doctoral Education; Community Cultural Wealth; Testimonio

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APA (6th Edition):

Garcia Martinez, M. I. (2016). Mexicana scholars in the making: testimonios from the heartland. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90787

Chicago Manual of Style (16th Edition):

Garcia Martinez, Mariana Ibeth. “Mexicana scholars in the making: testimonios from the heartland.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/90787.

MLA Handbook (7th Edition):

Garcia Martinez, Mariana Ibeth. “Mexicana scholars in the making: testimonios from the heartland.” 2016. Web. 22 Sep 2019.

Vancouver:

Garcia Martinez MI. Mexicana scholars in the making: testimonios from the heartland. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/90787.

Council of Science Editors:

Garcia Martinez MI. Mexicana scholars in the making: testimonios from the heartland. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90787


University of Illinois – Urbana-Champaign

11. Onyenekwu, Ifeyinwa Uchechi Cindy. "I am not beneath you because I am from a different continent, I am also like you!": Nigerian college students make meaning of racial and ethnic identity at a predominantly white institution.

Degree: PhD, Educ Policy, Orgzn & Leadrshp, 2015, University of Illinois – Urbana-Champaign

 For college students, academic and social issues play a huge role in their higher education experience. This experience is exceptionally complicated for diverse Black populations,… (more)

Subjects/Keywords: Nigerian college students; Identity Formation; Race; Ethnicity

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APA (6th Edition):

Onyenekwu, I. U. C. (2015). "I am not beneath you because I am from a different continent, I am also like you!": Nigerian college students make meaning of racial and ethnic identity at a predominantly white institution. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78774

Chicago Manual of Style (16th Edition):

Onyenekwu, Ifeyinwa Uchechi Cindy. “"I am not beneath you because I am from a different continent, I am also like you!": Nigerian college students make meaning of racial and ethnic identity at a predominantly white institution.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/78774.

MLA Handbook (7th Edition):

Onyenekwu, Ifeyinwa Uchechi Cindy. “"I am not beneath you because I am from a different continent, I am also like you!": Nigerian college students make meaning of racial and ethnic identity at a predominantly white institution.” 2015. Web. 22 Sep 2019.

Vancouver:

Onyenekwu IUC. "I am not beneath you because I am from a different continent, I am also like you!": Nigerian college students make meaning of racial and ethnic identity at a predominantly white institution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/78774.

Council of Science Editors:

Onyenekwu IUC. "I am not beneath you because I am from a different continent, I am also like you!": Nigerian college students make meaning of racial and ethnic identity at a predominantly white institution. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78774


University of Illinois – Urbana-Champaign

12. Parrott, Julian D. How academic advisors and administrators perceive the role and influence of heavily involved parents.

Degree: EdD, 0209, 2011, University of Illinois – Urbana-Champaign

 There is much debate in academic advising practitioner literature and in the popular media over the influence exerted by involved parents on students and colleges.… (more)

Subjects/Keywords: Higher Education; Involved parents; Helicopter parents; Academic advising; Advising administration; Academic affairs

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APA (6th Edition):

Parrott, J. D. (2011). How academic advisors and administrators perceive the role and influence of heavily involved parents. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18238

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Parrott, Julian D. “How academic advisors and administrators perceive the role and influence of heavily involved parents.” 2011. Thesis, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/18238.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Parrott, Julian D. “How academic advisors and administrators perceive the role and influence of heavily involved parents.” 2011. Web. 22 Sep 2019.

Vancouver:

Parrott JD. How academic advisors and administrators perceive the role and influence of heavily involved parents. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/18238.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parrott JD. How academic advisors and administrators perceive the role and influence of heavily involved parents. [Thesis]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18238

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

13. Nesbitt, LaTasha. We too have a history: African American student experiences at Eastern Illinois University 1967-1982.

Degree: PhD, 0220, 2014, University of Illinois – Urbana-Champaign

 Eastern Illinois University, located in Charleston, Illinois is one of the original higher education institutions in Southern Illinois. Beginning as a normal school to train… (more)

Subjects/Keywords: Blacks at Predominantly White Institutions; African Americans at Traditionally White Institutions; Oral history; Civil Rights; Activism on Campus; Eastern Illinois University; Affirmative Action; Student Leadership

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APA (6th Edition):

Nesbitt, L. (2014). We too have a history: African American student experiences at Eastern Illinois University 1967-1982. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50371

Chicago Manual of Style (16th Edition):

Nesbitt, LaTasha. “We too have a history: African American student experiences at Eastern Illinois University 1967-1982.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/50371.

MLA Handbook (7th Edition):

Nesbitt, LaTasha. “We too have a history: African American student experiences at Eastern Illinois University 1967-1982.” 2014. Web. 22 Sep 2019.

Vancouver:

Nesbitt L. We too have a history: African American student experiences at Eastern Illinois University 1967-1982. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/50371.

Council of Science Editors:

Nesbitt L. We too have a history: African American student experiences at Eastern Illinois University 1967-1982. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50371


University of Illinois – Urbana-Champaign

14. Berry, Ivory. Transforming the tracks: a case for inclusion of high school students as stakeholders in achieving racial equity in academic placement.

Degree: PhD, 0220, 2014, University of Illinois – Urbana-Champaign

 For many years, equity minded education reforms, instituted through the courts or grassroots efforts, have been introduced in schools to minimize the disparities among students… (more)

Subjects/Keywords: detracking; racial equity; African American; student perspectives; mixed methods

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APA (6th Edition):

Berry, I. (2014). Transforming the tracks: a case for inclusion of high school students as stakeholders in achieving racial equity in academic placement. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50580

Chicago Manual of Style (16th Edition):

Berry, Ivory. “Transforming the tracks: a case for inclusion of high school students as stakeholders in achieving racial equity in academic placement.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/50580.

MLA Handbook (7th Edition):

Berry, Ivory. “Transforming the tracks: a case for inclusion of high school students as stakeholders in achieving racial equity in academic placement.” 2014. Web. 22 Sep 2019.

Vancouver:

Berry I. Transforming the tracks: a case for inclusion of high school students as stakeholders in achieving racial equity in academic placement. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/50580.

Council of Science Editors:

Berry I. Transforming the tracks: a case for inclusion of high school students as stakeholders in achieving racial equity in academic placement. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50580


University of Illinois – Urbana-Champaign

15. Mcpherson, Ezella. Undergraduate African American women's narratives on persistence in science majors at a PWI.

Degree: PhD, 0220, 2012, University of Illinois – Urbana-Champaign

 While African American women are one of the largest growing populations in college, they continue to be underrepresented in science, technology, engineering, and math (STEM)… (more)

Subjects/Keywords: African American Women; science, technology, engineering, and math (STEM); education

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APA (6th Edition):

Mcpherson, E. (2012). Undergraduate African American women's narratives on persistence in science majors at a PWI. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34524

Chicago Manual of Style (16th Edition):

Mcpherson, Ezella. “Undergraduate African American women's narratives on persistence in science majors at a PWI.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/34524.

MLA Handbook (7th Edition):

Mcpherson, Ezella. “Undergraduate African American women's narratives on persistence in science majors at a PWI.” 2012. Web. 22 Sep 2019.

Vancouver:

Mcpherson E. Undergraduate African American women's narratives on persistence in science majors at a PWI. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/34524.

Council of Science Editors:

Mcpherson E. Undergraduate African American women's narratives on persistence in science majors at a PWI. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34524


University of Illinois – Urbana-Champaign

16. Taylor, Jason. Community college dual credit: differential participation and differential impacts on college access and completion.

Degree: PhD, 0209, 2013, University of Illinois – Urbana-Champaign

 This study examines the impact of dual credit policy at the time dual credit was beginning to take hold in Illinois, using a large cohort… (more)

Subjects/Keywords: Dual credit; Community college; Equity; Illinois; College access; College completion

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APA (6th Edition):

Taylor, J. (2013). Community college dual credit: differential participation and differential impacts on college access and completion. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44429

Chicago Manual of Style (16th Edition):

Taylor, Jason. “Community college dual credit: differential participation and differential impacts on college access and completion.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/44429.

MLA Handbook (7th Edition):

Taylor, Jason. “Community college dual credit: differential participation and differential impacts on college access and completion.” 2013. Web. 22 Sep 2019.

Vancouver:

Taylor J. Community college dual credit: differential participation and differential impacts on college access and completion. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/44429.

Council of Science Editors:

Taylor J. Community college dual credit: differential participation and differential impacts on college access and completion. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44429


University of Illinois – Urbana-Champaign

17. Houston, Derek Anthony. Essays on understanding post-secondary preparation and matriculation of high school students relative to differential public school contexts.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 This study includes consists of three essays in which I demonstrate that high school contexts are related to the postsecondary preparation, entrance, and matriculation of… (more)

Subjects/Keywords: P-20 Pipeline; School Resources; Post-secondary outcomes; Longitudinal Data

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APA (6th Edition):

Houston, D. A. (2016). Essays on understanding post-secondary preparation and matriculation of high school students relative to differential public school contexts. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90901

Chicago Manual of Style (16th Edition):

Houston, Derek Anthony. “Essays on understanding post-secondary preparation and matriculation of high school students relative to differential public school contexts.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/90901.

MLA Handbook (7th Edition):

Houston, Derek Anthony. “Essays on understanding post-secondary preparation and matriculation of high school students relative to differential public school contexts.” 2016. Web. 22 Sep 2019.

Vancouver:

Houston DA. Essays on understanding post-secondary preparation and matriculation of high school students relative to differential public school contexts. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/90901.

Council of Science Editors:

Houston DA. Essays on understanding post-secondary preparation and matriculation of high school students relative to differential public school contexts. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90901


University of Illinois – Urbana-Champaign

18. Rincon, Blanca Esmeralda. Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?.

Degree: PhD, Educational Policy Studies, 2016, University of Illinois – Urbana-Champaign

 As the United States population approaches a minority majority, the need to address educational inequities is intensified, especially for Latina/o students, who are among the… (more)

Subjects/Keywords: Latinos; Higher Education; Science, technology, engineering, mathematics (STEM); Racial Composition

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rincon, B. E. (2016). Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90932

Chicago Manual of Style (16th Edition):

Rincon, Blanca Esmeralda. “Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/90932.

MLA Handbook (7th Edition):

Rincon, Blanca Esmeralda. “Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?.” 2016. Web. 22 Sep 2019.

Vancouver:

Rincon BE. Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/90932.

Council of Science Editors:

Rincon BE. Creating a climate for success?: Does racial composition matter for undergraduate Latina/o STEM retention?. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90932


University of Illinois – Urbana-Champaign

19. Tomasiewicz, Ryan. The efficacy of a strengths-based approach in a university 101 course with undecided students.

Degree: EdD, 0209, 2011, University of Illinois – Urbana-Champaign

 Universities have historically approached college student success by measuring persistence and retention (Astin, 1977, 1984, 1993, 1999; Tinto, 1975, 1987, 1993). College student persistence from… (more)

Subjects/Keywords: university 101; first year seminar; undecided students; strengths-based; strengths; Clifton StrenghtsFinder

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APA (6th Edition):

Tomasiewicz, R. (2011). The efficacy of a strengths-based approach in a university 101 course with undecided students. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/24478

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tomasiewicz, Ryan. “The efficacy of a strengths-based approach in a university 101 course with undecided students.” 2011. Thesis, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/24478.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tomasiewicz, Ryan. “The efficacy of a strengths-based approach in a university 101 course with undecided students.” 2011. Web. 22 Sep 2019.

Vancouver:

Tomasiewicz R. The efficacy of a strengths-based approach in a university 101 course with undecided students. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/24478.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tomasiewicz R. The efficacy of a strengths-based approach in a university 101 course with undecided students. [Thesis]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/24478

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

20. Parker, Jasmine D. Desegregation in post-Brown Dallas, Texas: a historical narrative attributing the response and social activism efforts of African American Dallasites, 1950s-1970s.

Degree: PhD, Educ, Policy, Orgzn & Leadrshp, 2015, University of Illinois – Urbana-Champaign

 This study examines the role appointed desegregation committees had on the evolution of the public schooling experience in Dallas, Texas during the mid-twentieth century. It… (more)

Subjects/Keywords: segregation; desegregation; resegregation; Texas history; Dallas; school; public school; Dallas Independent School District; Brown v Board

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APA (6th Edition):

Parker, J. D. (2015). Desegregation in post-Brown Dallas, Texas: a historical narrative attributing the response and social activism efforts of African American Dallasites, 1950s-1970s. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78723

Chicago Manual of Style (16th Edition):

Parker, Jasmine D. “Desegregation in post-Brown Dallas, Texas: a historical narrative attributing the response and social activism efforts of African American Dallasites, 1950s-1970s.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/78723.

MLA Handbook (7th Edition):

Parker, Jasmine D. “Desegregation in post-Brown Dallas, Texas: a historical narrative attributing the response and social activism efforts of African American Dallasites, 1950s-1970s.” 2015. Web. 22 Sep 2019.

Vancouver:

Parker JD. Desegregation in post-Brown Dallas, Texas: a historical narrative attributing the response and social activism efforts of African American Dallasites, 1950s-1970s. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/78723.

Council of Science Editors:

Parker JD. Desegregation in post-Brown Dallas, Texas: a historical narrative attributing the response and social activism efforts of African American Dallasites, 1950s-1970s. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78723


University of Illinois – Urbana-Champaign

21. Congleton, Randi Michelle. Formation of scholars: socialization of doctoral students of color in one summer program.

Degree: PhD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 This case study examines socialization to and through the first-year for new doctoral students of color through the lens of a summer transition program for… (more)

Subjects/Keywords: Graduate students of color; Socialization; Graduate education; Summer programs

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APA (6th Edition):

Congleton, R. M. (2017). Formation of scholars: socialization of doctoral students of color in one summer program. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97543

Chicago Manual of Style (16th Edition):

Congleton, Randi Michelle. “Formation of scholars: socialization of doctoral students of color in one summer program.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/97543.

MLA Handbook (7th Edition):

Congleton, Randi Michelle. “Formation of scholars: socialization of doctoral students of color in one summer program.” 2017. Web. 22 Sep 2019.

Vancouver:

Congleton RM. Formation of scholars: socialization of doctoral students of color in one summer program. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/97543.

Council of Science Editors:

Congleton RM. Formation of scholars: socialization of doctoral students of color in one summer program. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97543

22. Sanders, Courtney B. Experiences of African American male engineering students: a qualitative analysis.

Degree: MS, 0209, 2010, University of Illinois – Urbana-Champaign

 Prior to the 1970s, African Americans were essentially invisible in the science and engineering academic and professional communities (Babco, 2001a). The few who did earn… (more)

Subjects/Keywords: African American; black; males; higher education; Science, Technology, Engineering and Math fields (STEM); engineering; Persistence

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Sanders, C. B. (2010). Experiences of African American male engineering students: a qualitative analysis. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16232

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sanders, Courtney B. “Experiences of African American male engineering students: a qualitative analysis.” 2010. Thesis, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/16232.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sanders, Courtney B. “Experiences of African American male engineering students: a qualitative analysis.” 2010. Web. 22 Sep 2019.

Vancouver:

Sanders CB. Experiences of African American male engineering students: a qualitative analysis. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/16232.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sanders CB. Experiences of African American male engineering students: a qualitative analysis. [Thesis]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16232

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Guin, Jeffrey S. Decision-making in higher education and intercollegiate athletics: case study on the Big Ten Conference realignment.

Degree: EdD, Ed Organization and Leadership, 2015, University of Illinois – Urbana-Champaign

 This study focuses on the decision-making institutional leaders use during the process of conference realignment at the Division I level. Intercollegiate athletics has existed within… (more)

Subjects/Keywords: Decision-making; Higher Education; Intercollegiate Athletics; Rational Decision-making Model; Conference Realignment

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APA (6th Edition):

Guin, J. S. (2015). Decision-making in higher education and intercollegiate athletics: case study on the Big Ten Conference realignment. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78387

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Guin, Jeffrey S. “Decision-making in higher education and intercollegiate athletics: case study on the Big Ten Conference realignment.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/78387.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Guin, Jeffrey S. “Decision-making in higher education and intercollegiate athletics: case study on the Big Ten Conference realignment.” 2015. Web. 22 Sep 2019.

Vancouver:

Guin JS. Decision-making in higher education and intercollegiate athletics: case study on the Big Ten Conference realignment. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/78387.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guin JS. Decision-making in higher education and intercollegiate athletics: case study on the Big Ten Conference realignment. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78387

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Babb, Michael. Considering practitioner influence on student success: exploring community college faculty funds of knowledge.

Degree: EdD, 0209, 2013, University of Illinois – Urbana-Champaign

 In the context of persistently low retention rates for underrepresented students of higher education, the role of the practitioner in the academic success scholarship is… (more)

Subjects/Keywords: Underrepresented student success; funds of knowledge; community college practitioner influence on student success; faculty funds of knowledge

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APA (6th Edition):

Babb, M. (2013). Considering practitioner influence on student success: exploring community college faculty funds of knowledge. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Babb, Michael. “Considering practitioner influence on student success: exploring community college faculty funds of knowledge.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/42355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Babb, Michael. “Considering practitioner influence on student success: exploring community college faculty funds of knowledge.” 2013. Web. 22 Sep 2019.

Vancouver:

Babb M. Considering practitioner influence on student success: exploring community college faculty funds of knowledge. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/42355.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Babb M. Considering practitioner influence on student success: exploring community college faculty funds of knowledge. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42355

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Fletcher, Randall Paul. Voices of persistence: a case study analysis of African American male community college students participating in a first-year learning community.

Degree: EdD, Ed Organization and Leadership, 2015, University of Illinois – Urbana-Champaign

 Higher education scholars continue to investigate the factors and forces that impede enrollment and persistence of African American male students (Cuyjet, 1997, 2006: Harper, 2004,… (more)

Subjects/Keywords: Persistence; African American Males; Community colleges; Higher Education; Academic and social integration

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APA (6th Edition):

Fletcher, R. P. (2015). Voices of persistence: a case study analysis of African American male community college students participating in a first-year learning community. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/78376

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fletcher, Randall Paul. “Voices of persistence: a case study analysis of African American male community college students participating in a first-year learning community.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/78376.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fletcher, Randall Paul. “Voices of persistence: a case study analysis of African American male community college students participating in a first-year learning community.” 2015. Web. 22 Sep 2019.

Vancouver:

Fletcher RP. Voices of persistence: a case study analysis of African American male community college students participating in a first-year learning community. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/78376.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fletcher RP. Voices of persistence: a case study analysis of African American male community college students participating in a first-year learning community. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/78376

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Sharkey-O'Malley, Kelly. The history of Crane: how Chicago shaped its first junior college.

Degree: EdD, Education Policy, Organization, and Leadership, 2016, University of Illinois – Urbana-Champaign

 This study examines the history of Crane, Chicago's first junior college, and the city's influence on its development, growth, and transition, from 1911 to 1933.… (more)

Subjects/Keywords: Crane Junior College Junior College Crane Chicago

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APA (6th Edition):

Sharkey-O'Malley, K. (2016). The history of Crane: how Chicago shaped its first junior college. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/92842

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sharkey-O'Malley, Kelly. “The history of Crane: how Chicago shaped its first junior college.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/92842.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sharkey-O'Malley, Kelly. “The history of Crane: how Chicago shaped its first junior college.” 2016. Web. 22 Sep 2019.

Vancouver:

Sharkey-O'Malley K. The history of Crane: how Chicago shaped its first junior college. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/92842.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sharkey-O'Malley K. The history of Crane: how Chicago shaped its first junior college. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/92842

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Turner-Becnel, Denise. African-American and Latino students' beliefs about knowledge and learning.

Degree: PhD, Curriculum and Instruction, 2015, University of Illinois – Urbana-Champaign

 Abstract The present study set out to examine the epistemological beliefs of 1, 224 African-American and Latino college students. The initial purpose of the study… (more)

Subjects/Keywords: Epistemological Beliefs; African American College Students; Higher Education; Latino College Students

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APA (6th Edition):

Turner-Becnel, D. (2015). African-American and Latino students' beliefs about knowledge and learning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/87945

Chicago Manual of Style (16th Edition):

Turner-Becnel, Denise. “African-American and Latino students' beliefs about knowledge and learning.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/87945.

MLA Handbook (7th Edition):

Turner-Becnel, Denise. “African-American and Latino students' beliefs about knowledge and learning.” 2015. Web. 22 Sep 2019.

Vancouver:

Turner-Becnel D. African-American and Latino students' beliefs about knowledge and learning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/87945.

Council of Science Editors:

Turner-Becnel D. African-American and Latino students' beliefs about knowledge and learning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/87945

28. Rosa, Pamela. Defining relationships between school administrators’ work in school improvement and the teacher evaluation process within an Illinois school district.

Degree: EdD, 0209, 2012, University of Illinois – Urbana-Champaign

 Guided by a synthesis of human resource theory as well as teacher effectiveness and school improvement research and policy, this study aimed to better understand… (more)

Subjects/Keywords: school administrator leadership; teacher evaluation; school improvement; teacher effectiveness

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APA (6th Edition):

Rosa, P. (2012). Defining relationships between school administrators’ work in school improvement and the teacher evaluation process within an Illinois school district. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/29849

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rosa, Pamela. “Defining relationships between school administrators’ work in school improvement and the teacher evaluation process within an Illinois school district.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/29849.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rosa, Pamela. “Defining relationships between school administrators’ work in school improvement and the teacher evaluation process within an Illinois school district.” 2012. Web. 22 Sep 2019.

Vancouver:

Rosa P. Defining relationships between school administrators’ work in school improvement and the teacher evaluation process within an Illinois school district. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/29849.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rosa P. Defining relationships between school administrators’ work in school improvement and the teacher evaluation process within an Illinois school district. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/29849

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Provezis, Staci J. Regional accreditation and learning outcomes assessment: mapping the territory.

Degree: PhD, 0209, 2010, University of Illinois – Urbana-Champaign

 This case study examined the intersection of collegiate-level student learning outcomes assessment with regional accreditation to understand how regional accreditation policies and practices leverage student… (more)

Subjects/Keywords: Higher Education; Accreditation; Student Learning; Outcomes Assessment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Provezis, S. J. (2010). Regional accreditation and learning outcomes assessment: mapping the territory. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/16260

Chicago Manual of Style (16th Edition):

Provezis, Staci J. “Regional accreditation and learning outcomes assessment: mapping the territory.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/16260.

MLA Handbook (7th Edition):

Provezis, Staci J. “Regional accreditation and learning outcomes assessment: mapping the territory.” 2010. Web. 22 Sep 2019.

Vancouver:

Provezis SJ. Regional accreditation and learning outcomes assessment: mapping the territory. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/16260.

Council of Science Editors:

Provezis SJ. Regional accreditation and learning outcomes assessment: mapping the territory. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/16260

30. Hernandez, Xavier J. Filipino American college student identities: exploring racial formation on campus.

Degree: PhD, Educational Policy Studies, 2017, University of Illinois – Urbana-Champaign

 This study explores the multitude of academic and non-academic factors that converge within the college environment to create racial and ethnic identities that are unique… (more)

Subjects/Keywords: Race; Higher education; Student organizations; Diversity; Filipino American

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hernandez, X. J. (2017). Filipino American college student identities: exploring racial formation on campus. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97277

Chicago Manual of Style (16th Edition):

Hernandez, Xavier J. “Filipino American college student identities: exploring racial formation on campus.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 22, 2019. http://hdl.handle.net/2142/97277.

MLA Handbook (7th Edition):

Hernandez, Xavier J. “Filipino American college student identities: exploring racial formation on campus.” 2017. Web. 22 Sep 2019.

Vancouver:

Hernandez XJ. Filipino American college student identities: exploring racial formation on campus. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2142/97277.

Council of Science Editors:

Hernandez XJ. Filipino American college student identities: exploring racial formation on campus. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97277

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